Misconception: PVAAS cannot accomodate the realities of today's classroom.
The instruction that students receive from educators can be much more complex than one teacher for a given subject and grade. In today's classroom, there might be team teaching, pull out or push in programs, lab sessions, English as a Second Language instruction, or countless other ways that more than one instructor is responsible for a student's learning in a particular subject and grade. It is important to capture such contributions in teacher value-added reporting, and PVAAS does just that.
PVAAS in Theory
The statistical modeling underlying PVAAS uses a robust approach that can take into account team teaching or other scenarios where more than one instructor is responsible for a student's learning in a particular subject and grade. If just one teacher is responsible for a student's learning, that student is weighted fully in that teacher's Value-Added report. If more than one teacher is responsible for a student, then the student is weighted in each Teacher Value-Added report according to the percentage of instructional responsibility that the teacher has. A teacher's Value-Added report reflects all the students linked to them, and it considers the appropriate weighting.
PVAAS in Practice
The weighting itself is captured by the roster verification process available through the PVAAS web application. This application allows teachers, and their administrators, to review and modify the list of students linked to them. This step provides an important measure of verification and validation for accurate student-teacher linkages. A sample screenshot using demonstration data is in the figure below.
Any protocols and policies on which educators to include in roster verification and how to assign the percentage of instructional responsibility were determined by the Pennsylvania Department of Education and based on results from the pilot study.
SAMPLE ROSTER VERIFICATION FOR A TEACHER